A Review of Research on the Application of Digital Games in Foreign Language Education

Abstract

The use of digital games represents an expanding domain in computer-assisted language learning (CALL) research. This chapter reviews the findings of 26 learner-based studies in this area that are informed by cognitive and social accounts of SLA. The analysis shows that massively multiplayer online role-playing games (MMORPGs) are the most frequently investigated game type and the majority of studies involved EFL learners in higher education. Mixed methods were the most frequent research tool utilized by researchers. Limitations of current research include the preponderance of small-scale experimental studies that investigated only a limited number of factors. Although the research is not conclusive, findings indicate that game play facilitates collaboration, the production of target language output, vocabulary learning, and reduces the influence of factors that inhibit learning. This chapter concludes by identifying promising areas for future research.

Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

“…The use of digital games in language learning has been the object of study in several publications over the last two decades [1][2][3][4][5]. Some works focused on the consequences of integrating such games in education and language learning, particularly as regards student motivation [6,7] and enjoyment [8,9], while others analyzed their impact on the development of certain language skills and components such as listening and speaking [10,11], reading and writing [12], grammar [13], and vocabulary [14][15][16].…”

“…Studies on DGBL have multiplied in recent years, as evidenced by the appearance of new specialized journals. In these publications, several scholars evaluated the effectiveness of using such games in foreign-language education, particularly in relation to vocabulary development [3,35].…”